COLLABORATION TIME: HOW TO ASK FOR IT, AND HOW TO USE IT! Brought to you by the ESA Behavioral Health Coalition Erin Romanuk, Washington Association of School Social Workers Carrie Suchy, Washington State Association of School Psychologists Nita Hill, Washington School Counselors Association
GOALS FOR TODAY ➢ Attendees will learn strategies to use in advocating for collaborative team time at the building, district, and state level ➢ Attendees will learn evidence based components of effective professional collaboration ➢ Attendees will learn a model format for collaborative team time
BACKGROUND INFORMATION Who is part of the ESA Behavioral Health Coalition, and why was it formed? How many of you attended the ESA BHC presentation at WSASP last year?
HOW DID THE ESA BEHAVIORAL HEALTH COALITION COME TO BE?
ORIGIN OF THE ESA-BEHAVIORAL HEALTH COALITION The School Social Workers and School Psychologists had representatives testifying on the same bills and referencing one another’s work in our testimony We connected after testimony and formed the idea of this group, then we went home and made it a reality!
WHAT PROBLEM DID WE HAVE IN COMMON?
We know that… Learning supports are necessary in addition to effective academic instruction to ensure that all students are socially, emotionally, behaviorally, physically and mentally well, so that they are able to consistently engage in learning? National research indicates that approximately 20 percent of youth have diagnosable mental health conditions (Merikangas et al., 2010)
The Survey Results re: Current Ratios Each organization conducted a survey in 2015, and of those who responded: ➢ 91% of Social Workers are above the nationally recommended ratio of 1:250 ➢ 75% of Psychologists are above the nationally recommended ratio of 1:700 ➢ 62% of Nurses are above the previous nationally recommended ratio of 1:750, though the recommended ratio has changed to 1:School ➢ 95% of Counselors are above the nationally recommended ratio of 1:250***
WHAT DID WE DO?
WE COLLABORATED FOR A YEAR TO CREATE 2 DOCUMENTS The Top 3 Distinguishing A single document, Characteristics for each structured into 3 tiers each for profession academic, behavioral, career and college readiness, and health and wellness, which blends all of our professional practice models with a focus on services possible to support student social emotional health and wellness
Go to www.wsasp.org/esabhc for all ESA Behavioral Health Coalition materials
ALONG THE WAY WE DISCOVERED… Integrated Student Services
WHY INTEGRATED STUDENT SERVICES? ESSA requires non- cognitive measures to show growth… Decreased liability over missing an internalizing or suicidal student Improves access to support for students Improves support for classroom teachers Employee Morale Improvement in second hand trauma by staff
ISS CAN HELP DISTRICTS AND BUILDINGS WITH Chronic Absenteeism [WHY, not how much…] Suicide Prevention/Intervention Drug and Alcohol Prevention/Intervention Crisis Response Mental Health Crisis Intervention Social Emotional Screening and Interventions School Climate School Engagement Drop Out Prevention Disproportionality in Discipline System or Student level concerns
MEANWHILE, IN OLYMPIA…
IN 2016, THEY PASSED 4SHB 1541 An act relating to implementing strategies to close the educational opportunity gap, based on the recommendations of the educational opportunity gap oversight and accountability committee. The Integrated Student Supports workgroup is charged with developing policy recommendations for the implementation of a statewide integrated student supports system. The workgroup serves in an advisory capacity for the development and implementation of a system, including: Student needs assessment Data Analysis Integration and Coordination Community Partnerships
FAST FORWARD TO OCTOBER 2017 AND… The Washington Integrated Student Services Protocol has been published! WISSP http://www.k12.wa.us/Workgroups/ISS.aspx Also, the final report is in the conference materials.
THE PURPOSE OF THE WISSP IS Support a school-based approach to promoting the success of all students by coordinating academic and nonacademic supports to reduce barriers to academic achievement and educational attainment; Fulfill a vision of public education where educators focus on education, students focus on learning, and auxiliary supports enable teaching and learning to occur unimpeded; Encourage the creation, expansion, and quality improvement of community-based supports that can be integrated into the academic environment of schools and school districts; Increase public awareness of the evidence showing that academic outcomes are a result of both academic and nonacademic factors; and Support statewide and local organizations in their efforts to provide leadership, coordination, technical assistance, professional development, and advocacy to implement high-quality, evidence-based, student-centered, coordinated approaches throughout the state
ISS THEORY OF CHANGE MODEL
COMPONENTS OF THE WISP FRAMEWORK Needs Integration & Assessment Coordination Community Data Driven Partnerships
SO, MOVING FORWARD…
LETS TALK ABOUT OUR EXPERIENCES ON TEAMS
GET OUT YOUR PHONES AND GO TO WWW.KAHOOT.IT https://play.kahoot.it/#/k/86216ace-9bf9-4174-8299-e8a5b9735e94
ADVOCACY STRATEGIES
ADVOCACY : PICKING THE APPLES FROM THE TREE
2017 AWSP/WASA Conference 1. START WITH WHAT WE DO HAVE……. National Model recommendations: Counselors = 1:250 17 h 42 h 90 h Nurses = 1:School 3 h 2 h 34 h Social Workers = 1:250 1.5 h 12 m 30 m Psychologists = 1:700 40 m 15 m 4 m
2. GET ADVICE FROM THOSE WHO ARE ON THE PATH Reach out to your colleagues who have what you want Seek out professional advise from organizations like WEA and NASP
3. UNDERSTAND YOUR AUDIENCE……..
4. PROVE IT………
KINDER – 42 discipline referrals so far by 21 different students FIRST – 14 discipline referrals so far by 7 different students SECOND – 18 discipline referrals so far by 12 different students THIRD – 18 discipline referrals so far by 15 different student FOURTH – 15 discipline referrals so far by 11 different students FIFTH – 1 discipline referral so far by 1 student SIXTH – 6 discipline referrals so far by 6 different students
Attendance pyramid http://www.attendanceworks.org/wordpress/wpcontent/uploads/2015/07/Pyramid-worksheet-3.pdf
SCHOOL NURSE CORPS Administered through OSPI and the nine Educational Service Districts, the School Nurse Corps program provides grants or direct staffing to the states neediest rural districts to ensure all students in Washington State have access to a school nurse http://www.k12.wa.us/HealthServices/SchoolNurse.aspx
SHARE OUT Do you all know of any other resources available?
RESOURCES OPSI Data Analytics Arne Duncan letter re funding sources: https://www2.ed.gov/policy/elsec/guid/secletter/140630.html
Many models for getting the work done!
EFFECTIVE PROFESSIONAL COLLABORATION
PRIOR KNOWLEDGE 0-5: How familiar are you with Professional Learning Communities? 0-5: How familiar are you with the Problem Solving Model? 0-5: How familiar are you with models for professional Collaboration?
• Objective vs subjective interviewing Consultation • Observation and data gathering • Making recommendations Problem Solving • Data-driven • Solution focused Model • Emphasis on documentation • Clear structure and purpose Professional • Address most pressing (academic) challenges Learning • Support from all levels of the school Communities system • Atmosphere of trust
THE ESSENTIAL FUNCTION OF A PROFESSIONAL LEARNING COMMUNITY IS CONVERSATION AROUND STUDENT LEARNING. THE MAIN THING IS TO KEEP THE MAIN THING THE MAIN THING . – STEVEN COVEY
CHARACTERISTICS OF A PLC Shared vision Establishing norms/roles Focus on student learning Collaborative teams Collective inquiry into best practices and our current reality Action orientation Commitment to continuous improvement Results orientation adapted from Rick DuFour
PROBLEM SOLVING MODEL Problem Identification Problem Plan Evaluation Analysis Plan Plan Implementation Development
PROBLEM IDENTIFICATION Problem Identification Objectively define the problem in measurable terms, and then... MEASURE IT!
PROBLEM ANALYSIS Problem Analysis Analyze the collected data to guide your decisions in planning
PLAN DEVELOPMENT Work collaboratively with the team to design the plan or intervention
PLAN IMPLEMENTATION Assign roles to team members for implementation of the plan
PLAN EVALUATION Evaluate the plan! • Review intervention data to determine if the plan was successful • If not go back to Problem Identification
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